School report Ormskirk School Wigan Road, Ormskirk, Lancashire, L39 2AT Inspection dates 17–18 October 2012 Previous inspection: Satisfactory 3 Overall effectiveness This inspection: Good 2 Achievement of pupils Good 2 Quality of teaching Good 2 Behaviour and safety of pupils Good 2 Leadership and management Good 2 Summary of key findings for parents and pupils This is a good school. Students achieve well and the school’s results Most teachers have good subject knowledge are well above average. Many students make and plan imaginative lessons that capture outstanding progress in mathematics and students’ interest. They manage their classes their progress in English is improving well and willingly give their time to support any strongly. There is a vigorous drive to improve student who needs extra help. students’ literacy skills across the curriculum. The headteacher, senior leaders and governors The sixth form is good. Students are proud to believe that only the best is good enough. give their help in the main school. They They know every aspect of the school in detail achieve well and go on to the higher and are doing the right things to make it even education or training of their choice. better. Students attend regularly, behave The school’s arts specialism inspires students’ considerately, feel safe and thoroughly enjoy creativity, deepens their understanding of school. other cultures and gives them excellent The school works very well with the local opportunities to share their work with the community. Parents recognise and appreciate wider community. the significant improvements that have been made since the previous inspection. It is not yet an outstanding school because Some middle-ability boys do not make strong Students’ written work is sometimes poorly enough progress in English. presented. A few teachers do not plan lessons that cater Some teachers’ marking does not give students well for the abilities of all students in their clear enough advice on how to improve their classes. work, including their spelling, punctuation and grammar. Inspection report: Ormskirk School, 17–18 October 2012 2 of 10 Information about this inspection Inspectors observed 49 lessons, of which seven were joint observations with the school’s senior leaders. They also attended assemblies, observed registration sessions, watched part of the school’s drama production and listened to students reading. Six groups of students, including students who receive part of their education off site, met with inspectors. Discussions were also held with school staff, including senior leaders, heads of department, heads of year, the Chair of the Governing Body and two other governors. Inspectors also met with a representative from the local authority. Inspectors looked at 222 responses to the on-line questionnaire (Parent View). They also considered the views given by parents in the school’s own surveys, read correspondence received from parents and held telephone discussions with two parents who have attended the school’s parent consultation group. They analysed 67 questionnaires completed by staff. Inspectors read a range of documents including the school’s self-evaluation, improvement plan, monitoring reports, behaviour logs and records in relation to safeguarding. Inspection team Shirley Gornall, Lead inspector Her Majesty’s Inspector Kath Harris Additional Inspector Sheila Kaye Additional Inspector Mary Liptrot Additional Inspector Lenford White Additional Inspector Inspection report: Ormskirk School, 17–18 October 2012 3 of 10 Full report Information about this school The school is much larger than the average-sized secondary school. The proportion of students supported by the pupil premium, which provides additional funding for students known to be eligible for free school meals or looked after by the local authority, is low at around half the national average, but rising. The vast majority of students are White British and virtually all students speak English as their first language. The student population is stable and the sixth form is well subscribed. The proportion of students identified as disabled or with special educational needs and supported through school action and school action plus is much lower than found nationally. Very few students have a statement of special educational needs. The school has specialist status for visual and performing arts and is involved in a range of local partnerships, including with Edge Hill University. A small number of students in Key Stage 4 is educated off site for some lessons. Of these, the majority follow courses in joinery, bricklaying and plastering at a Training and Learning Centre established by a consortium of schools in West Lancashire. A small group studies hairdressing and beauty courses at West Lancashire College and at an alternative provider, B-D-Stressed. A similar number study a motor vehicle course at the college. Two students attend Acorns Centre, the local Pupil Referral Unit, full time. The school meets the government’s floor standard, which is the minimum expected for students’ attainment and progress. What does the school need to do to improve further? Increase the proportion of middle-ability boys making expected progress in English by: giving students sufficient time and guidance to develop their extended writing insisting that students present their work as neatly as possible. Improve teaching so that more is as good as the best in school by: checking that teachers’ marking consistently provides students with specific advice on how to improve their work, and that all teachers help students to improve their spelling, punctuation and grammar improving the quality of opportunities for students to give feedback on each other’s work so that they are effective in deepening students’ understanding making sure that all teachers provide lessons that meet the needs of students of different abilities within their classes. Maintain the school’s vigorous drive to improve literacy standards in all subjects. Inspection report: Ormskirk School, 17–18 October 2012 4 of 10 Inspection judgements The achievement of pupils is good Students join the school with above-average standards in most subjects. The standards they reach at GCSE are well above those found nationally and have risen strongly over the last three years. The vast majority of students achieve five GCSE qualifications at grades A* to C, and over three quarters achieve five good GCSE grades including English and mathematics. Around one third of grades achieved by students are at A* and A, and this shows good progress in a wide range of subjects, Students who are eligible for pupil premium funding achieve significantly better than students nationally in this group. The school’s careful use of this funding, including for individual or small group tuition, summer school and visits, is raising achievement for eligible students, and the gap between their achievement and that of their peers in school is closing. Students make consistently good and often outstanding progress in mathematics. Their progress in English has been weaker but has improved significantly due to a better scheme of work, determined leadership and good teaching. Girls achieve very well in English but the progress of middle-ability boys is not rising as strongly. The progress made by students who are disabled or with special educational needs is good. Staff know how to help them learn and they provide regular updates on their progress to parents. The small percentage of students studying courses at colleges or at the short-stay school achieve well. They enjoy their courses, attend regularly and make good progress. Senior leaders monitor their work closely, including through visits to observe their work off site by the headteacher and other senior staff. The notable, sustained rise in achievement is due to the school’s relentless drive to improve teaching and learning. Students’ progress is tracked thoroughly and any student at risk of underachievement is quickly identified and supported. The school has considered its use of early entry for GCSE mathematics and English very carefully. Those students who take the examinations early but do not attain their ambitious target grades continue to study and resit the papers at a later date. Those students who achieve top grades in mathematics at early entry go on to take additional mathematics qualifications in preparation for sixth-form study. Students achieve well in the sixth form in the broad range of subjects the school offers. Their achievement in applied A-level courses is particularly impressive. The progress of sixth-form students is carefully monitored and support is provided quickly and effectively for any individual whose achievement dips. Consequently, virtually all students attain the grades required for entrance to their chosen universities or employment. Most students are keen readers. The school actively encourages reading for pleasure. Good support helps students with lower reading ages to catch up quickly. Students’ writing is sometimes hampered by poor presentation and insufficient attention to spelling, punctuation and sentence construction. This is more apparent in the work of boys than girls. Mathematical concepts are emphasised well in science subjects. Students who study bricklaying and joinery at the Training and Learning Centre say that they have good opportunities to apply their numeracy skills in practical ways. The quality of teaching is good Teaching has improved